Expertise in Swiss mathematics instruction

Abstract

This chapter draws on data and findings from several video studies to describethe quality of mathematics teaching in Switzerland. The focus is on features of instructionalpractice and quality as core components of classroom behavior that reflect theteacher’s expertise in creating optimal learning opportunities. The didactic triangle isused as the basis for describing the profile of expertise in Swiss mathematics instructionin terms of three interdependent dimensions of instructional quality. A core element ofthis pofile can be identified in Swiss mathematics teachers’ particular strengths in theculture of communication, support and relationships. Findings also paint a generallypositive picture of the culture of teaching, learning and understanding (e.g., methods andchoreography of teaching) in Swiss mathematics classrooms. However, the culture ofobjectives, materials and tasks proves to be rather average in international comparison inseveral respects (level of mathematical content, characteristics of the problems set andthe way they are worked on in lessons). In particular, there seems to be room for improvementin the specific context of the didactics of mathematics (e.g., the level ofcognitive and mathematical challenge)

Abstract

This chapter draws on data and findings from several video studies to describethe quality of mathematics teaching in Switzerland. The focus is on features of instructionalpractice and quality as core components of classroom behavior that reflect theteacher’s expertise in creating optimal learning opportunities. The didactic triangle isused as the basis for describing the profile of expertise in Swiss mathematics instructionin terms of three interdependent dimensions of instructional quality. A core element ofthis pofile can be identified in Swiss mathematics teachers’ particular strengths in theculture of communication, support and relationships. Findings also paint a generallypositive picture of the culture of teaching, learning and understanding (e.g., methods andchoreography of teaching) in Swiss mathematics classrooms. However, the culture ofobjectives, materials and tasks proves to be rather average in international comparison inseveral respects (level of mathematical content, characteristics of the problems set andthe way they are worked on in lessons). In particular, there seems to be room for improvementin the specific context of the didactics of mathematics (e.g., the level ofcognitive and mathematical challenge)

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